Doable Differentiation PART ONE. Getting to Know You In your group, work on the Group Matrix in your handout. Anchor Activity: Fill in what you can on

Doable Differentiation

PART ONE

Getting to Know You

In your group, work on the Group Matrix in your handout.

Anchor Activity: Fill in what you can on EITHER the Graphic Organizer for Differentiating Instruction OR the KWL chart on the reverse side.

Differentiated Instruction Awareness

Robert HutchinsThe Conflict in Education in a Democratic Society

“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

Appointment Clock

Think of one personal comment that comes to your mind when you read the Hutchins quote.

Go around the room and share your comment with others as you make “appointments” to fill in your appointment clock.

You may revise your comment as you listen to others’ opinions.


Robert HutchinsThe Conflict in Education in a Democratic Society

“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”


Differentiated Instruction:

What it is, What it’s not


Activity One: Read, Pair, Share

• Read the given passage pp 5-10 and use the graphic organizer provided to take notes independently on what DI is and what it’s not.

• Share your notes with your 3:00 appointment and discuss.

• Share your combined wisdom with the whole class.


When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” - Lilian Katz


• As a student, I was in the 1/3 who…• As a teacher, I was in the 1/3 who...• As a parent, my child is in the 1/3

who…

Discuss your responses with your 6:00 appointment

Reflect on this quote by completing these phrases:

Activity Two: Think, Pair, Share


When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” - Lilian Katz


What is Differentiated Instruction?

Traditional ClassroomDifferentiated

Classroom1. Assessment at the end of

a unit of study1. Assessment is ongoing,

diagnostics and influences instruction

2. Dominance of whole class instruction

2. Variety of instructional strategies used within a classroom

3. Adapted textbooks are the main instructional resource

3. Multiple types of materials are utilized as resources

4. The teacher is the main problem solver

4. Students are actually engaged in solving problems

5. Quantitative focus to assignments

5. Qualitative focus to assignments(Based on C Tomlinson, 2000)


Self-Assessment for Differentiated Instruction


DefiningDifferentiated

Instruction


Differentiated Instruction

Defined

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson


Key Principles of Differentiation

• High quality curriculum• Ongoing assessment• Respectful tasks• Varied learning styles• Flexible grouping• Teacher/student collaboration • Student choice


Activity Three: Jigsaw

• Read the assigned selection from pp 11-21 at your table team.

• Go to your “table of experts” with others from different table teams who have read the same selection as you.

• Devise a way to teach the contents of your selection to your original table team.

• Return to your table team and teach them your content, using the method designed by your “table of experts.”


Differentiation is responsive teaching

rather than one-size-fits-all

teaching.


Differentiated Instruction:

How?


Differentiation of Instruction

Is a teacher’s response to learner’s needs

guided by general principles of differentiation

Respectful tasks Flexible grouping Ongoing assessment

Teachers Can Differentiate Through:

Content Process Product

According to Students’

Readiness Interest Learning Profile


• Use pp 8-9 from your handout to match the activity cards with the correct space on the differentiated grid.

Activity Four: Hands-On


Differentiated Instruction: Why?


Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most

effective teachers do whatever it takes to hook the whole range of

kids on learning.

Tomlinson 2001

Why differentiation?


Research Support for Differentiation

• Research for differentiating by readiness: Vygotsky (1978), Fisher (1980)

• Research for differentiating by interest: LeDoux (1996), Abrantes, Seabra, and Lages (2008)

• Research for student choice: Renate and Caine (1994), Glasser (1999)

• Research for using multiple learning styles: Torrance and Ball (1978), Edelman (1992), Restak (1994)


•How do students learn?

•What do students need in order to learn?

•What should students do in order to learn?

Discuss with your 9:00 appointment

CHALK TALK to share your thoughts

Activity 4


Coming Attractions:

• Brain research and how it supports differentiation!

Documents

Doable Differentiation PART ONE. Getting to Know You In your group, work on the Group Matrix in your handout. Anchor Activity: Fill in what you can on